Literaturnachweis - Detailanzeige
Autor/inn/en | Gonzalez, Linda; Cramer, Elizabeth |
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Titel | Class Placement and Academic and Behavioral Variables as Predictors of Graduation for Students with Disabilities |
Quelle | In: Journal of Urban Learning, Teaching, and Research, 9 (2013), S.112-123 (12 Seiten)
PDF als Volltext |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1946-2077 |
Schlagwörter | Student Placement; Graduation; Predictor Variables; High School Students; Learning Disabilities; Emotional Disturbances; Behavior Disorders; Urban Schools; Grade 11; Grade 12; African American Students; Hispanic American Students; Sex; Race; Ethnicity; Enrollment; Dropouts; Academic Achievement; Discipline; Achievement Tests; Inclusion; Regression (Statistics); Correlation; Florida Comprehensive Assessment Test Schülerpraktikum; Abschluss; Graduierung; Prädiktor; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Learning handicap; Lernbehinderung; Gefühlsstörung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Geschlecht; Geschlechtsverkehr; Rasse; Abstammung; Ethnizität; Einschulung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schulleistung; Disziplin; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Inklusion; Regression; Regressionsanalyse; Korrelation |
Abstract | This study investigated the impact of a range of variables as predictors of graduation potential for students with Specific Learning Disabilities (SLD) or Emotional Behavioral Disorders (EBD) within a large urban school district. These factors included the following characteristics and elements: (a) primary exceptionality, (b) gender, (c) race/ethnicity, (d) grade, (e) current enrollment, (f) academic history, (g) behavioral history, (h) Florida Comprehensive Assessment Test (FCAT) performance, and (i) educational setting. Results indicated that a successful academic history was the only significant predictor of graduation potential when statistically controlling for all other variables. While at marginal significance, results also yielded that students with SLD or EBD in inclusive settings experienced better academic results and behavioral outcomes than those in self-contained settings. (As Provided). |
Anmerkungen | AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://aera-ultr.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |